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| AUT Monday Poster Session |
| Monday, May 26, 2025 |
| 1:00 PM–3:00 PM |
| Convention Center, Lower Level, Hall C |
| Chair: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
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| 2. Use Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT) in School Settings: Teacher Training for Three Students With Autism in Italian Schools |
| Area: AUT; Domain: Applied Research |
| ELISA NICCOLAI (Strabiliaba) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: The present study investigates the effectiveness of the use of PFA SBT in the school context on 3 boys with autism and self- and hetero-aggressive problem behaviors. The objectives of the study were essentially two: 1. Decrease the students' problem behaviors in terms of frequency and intensity using a non-extinction approach and 2. Teach teachers how to implement the protocol based on SBT. To do this, the intervention was implemented in the school context, constant supervision was needed in person and via telemedicine with explanation of the rationale modeling and feedback. We use a behavioral skill training to teach how to implement all stages of treatment explaining the rationale and what the underlying principles were. It was been very important to explain how it's fundamental the moment in which the child is happy, relaxed and engaged and how it's possible, even at school, founding positive reinforcements for the children. The present study demonstrates that it is possible to teach teachers to implement a procedure to reduce problem behaviors without extinction by shaping their own behavior as well as that of children. |
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| 3. Developing a Preference for Listening to Adult-Read Stories in Preschoolers With Disabilities |
| Area: AUT; Domain: Applied Research |
| GIMO LEE (Teachers College, Columbia University), Jennifer Longano (Fred S. Keller School), Daniel Mark Fienup (Teachers College, Columbia University), Claire S. Cahill (CABAS - The Fred S. Keller School - Teachers College, Columbia University), Olivia Wegrowski (Teachers College Columbia University), Cameron Leigh Boudreau (Teachers College Columbia University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Children are introduced to books at a very early stage of life through listening to adults read stories aloud. Caregivers would read to them in an engaging and interactive manner, through which children often develop a preference for books or listening to stories before they can read or attend school. Every preschool has storytime as a regular classroom activity, which is an extension of this form of interactive reading. However, many studies report that children with autism often pay less attention to social stimuli such as adult faces and voices. Due to this, while capable of sitting, developing a preference for actively attending may require targeted interventions. We used a concurrent multiple-probe design to examine the effect of a synchronous reinforcement schedule on increasing the duration of attention among three preschoolers with disabilities during small group story sessions led by an adult. Additionally, we examined the collateral effects of the intervention on participants' orientation toward rotating storytellers in the absence of book stimuli, as well as the duration of book engagement in the designated play area. Following the intervention, two participants showed a significant increase in attention during story sessions and an overall improvement in orienting toward the rotating storytellers. Of these two, one participant also exhibited an increase in the duration of book engagement during free play. Further implications will be discussed in detail. |
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| 4. Using Acquisition of Joint Attention Skills and Multimodal Communication to Increase Receptive and Expressive Communication Skills in a Deaf Child Diagnosed With Autism: A Case Study |
| Area: AUT; Domain: Service Delivery |
| LISHA O'HEARN (Diversified Assessment and Therapy Services), Nathel B Lewis (Diversified Assessment & Therapy Services, inc.) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: A 5-year-old, profoundly deaf child with autism spectrum disorder was initially observed to understand 3 ASL signs receptively and had no expressive language. The child had a low imitative repertoire and did not engage in joint attention. He attended ABA therapy 2-3 days per week for 16-24 hours and public school 2-3 days per week. Improving receptive and expressive communication skills would enhance his ability to interact with his environment and meet his needs more effectively. A shaping/stimulus pairing procedure was used to develop attending skills and instructional control. Multiple modalities facilitated manding and other expressive skills since his imitative repertoire was insufficient for ASL alone. Post intervention, the child maintained joint attention for 91% of opportunities and responded receptively to ASL instructions with 74% success. He began spontaneously communicating via ASL, developing an expressive vocabulary of 11 words. The child also began using an AAC device independently to make requests, and self-injurious behavior (SIB) decreased to nearly zero. By enhancing language skills, the child has been able to engage more effectively with his environment and meet his needs through AAC, ASL, and improved joint attention. Teaching joint attention is crucial for language development, especially for the deaf population, as it fosters reciprocal communication. |
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| 5. "iPad Addiction": The Effects of Excessive iPad Usage on Skill Acquisition |
| Area: AUT; Domain: Applied Research |
| PAIGE YOUNG (ABC Group Hawaii) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: This experiment seeks to examine several aspects of learning related to the availability of iPad. There is a debate over how much iPad usage is unhealthy for children with Autism Spectrum Disorder and how there may be negative effects with the overuse of technology, which may result in less opportunities for learning throughout the day. We plan to evaluate the effectiveness of these learning opportunities by measuring the rate of correct responses in a day when iPad is available as a reinforcer versus when the iPad is not available. It is hypothesized that if the iPad is no longer available, then the rate of correct responses will increase. This study will be conducted with a single subject using a reversal design (ABAB) in a clinical setting, where the subject receives Applied Behavior Analysis services. During the intervention phase, the iPad will remain out of sight and not be available as a reinforcer. |
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| 6. Enhancing Culturally Responsive Autism Services at Clinica Nuevo DIA: Addressing Barriers and Supporting Spanish-Speaking Families |
| Area: AUT; Domain: Service Delivery |
| VALENCIA PANKEY (James Madison University), Maria Leventhal (James Madison University), Trevor F. Stokes (James Madison University) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Clinica Nuevo DIA (New Day Clinic), an initiative of the Alvin V. Baird Attention and Learning Disabilities Center at James Madison University, is dedicated to improving service delivery for Spanish-speaking families navigating autism-related services. The clinic's service model uses an interprofessional, culturally competent approach, adapting assessments and interventions to families' preferred language. This model integrates graduate students from Applied Behavior Analysis, Clinical and School Psychology, and undergraduate students in Medical Spanish as interpreters, ensuring that language barriers do not impede access to care.
This collaborative approach ensures individualized, high-quality care for families while providing students with hands-on experience in autism intervention and interprofessional teamwork. Additionally, Clinica Nuevo DIA provides caregiver coaching and supports families through special education processes, such as Individualized Education Plans (IEPs), empowering families to become active participants in their child’s therapeutic journey.
By sharing insights from our service model, we aim to contribute to broader discussions on overcoming service delivery barriers and fostering cultural responsiveness. Our clinic focuses on improving autism-related services for diverse populations, emphasizing accessibility and inclusivity in treatment, while simultaneously enriching clinical education by preparing the next generation of professionals to meet the unique needs of diverse populations. |
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| 7. An Evaluation of Resurgence Following the Manipulation of Reinforcement Quality: A Comparison of Isolated and Synthesized Reinforcers |
| Area: AUT; Domain: Applied Research |
| DREW E. PIERSMA (Kennedy Krieger Institute; University of Maryland, Baltimore County), Michelle A. Frank-Crawford (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County), John Falligant (Auburn University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: A common intervention for challenging behavior is functional communication training (FCT), in which an appropriate alternative response is taught and reinforced in place of challenging behavior. Resurgence, or an increase in a previously extinguished target behavior following changes to reinforcement for an alternative replacement behavior, is commonly observed during FCT schedule thinning. The exact mechanisms responsible for this high prevalence of resurgence are unknown, but prior research has suggested that manipulating parameters of reinforcement (e.g., rate, magnitude) may increase the prevalence of resurgence. There is currently limited knowledge regarding whether manipulating the quality of reinforcement during FCT will influence resurgence. Thus, the purpose of this study was to evaluate resurgence when manipulating the quality of reinforcement by delivering either an isolated or synthesized reinforcer within the context of FCT. Results showed that resurgence was observed in all analyses, but the magnitude of resurgence between isolated and synthesized reinforcers differed across participants. Implications for clinical practice and procedural fidelity are discussed. |
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| 8. Implementing Skill-Based Treatment With a Non-Vocal Autistic Child |
| Area: AUT; Domain: Applied Research |
| KYLEE JO PITTS (Ally Pediatric Therapy), Lorraine A Becerra (Arizona State University) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Previous literature has investigated the implementation of skill-based treatment (SBT) across various environments, diagnoses, and age ranges. However, limited research has targeted modifications to the existing SBT procedure or general implementation of the procedure with non-vocal autistic children within an early intervention clinical setting. The purpose of the present study was to determine the extent to which the demonstrated efficacy of SBT is impacted by modifications to the functional communication response (FCR) and tolerance response (TR) phases to alleviate the communicative response effort for non-vocal autistic children who utilize speech-generating devices as their primary and preferred methods of communication. In the current study, the participant was taught a single-word FCR and a TR in the form of a physical demonstration of acceptance. After 24 research sessions, the rate per hour of precursor behaviors and contextually inappropriate behaviors decreased to zero and the participant increased the acceptance of structured task completion and acquired a novel skill of sorting three colors. This study addresses a current research gap by demonstrating the applicability of SBT when implemented with non-vocal autistic children within an early intervention clinical setting. |
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| 9. A Systematic Literature Review of Naturalistic Interventions for Teaching Language to Preschool Children With Autism Spectrum Disorder |
| Area: AUT; Domain: Applied Research |
| PAIGE TAYLOR VERICA (Endicott College), Videsha Marya (Endicott College), Brittany Tomasi (Endicott College), Lisa Tereshko (Endicott College) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Although it is not part of the diagnostic criteria for ASD, deficits in expressive and receptive language are seen in approximately 63% of children with ASD (Georgiou & Spanuidos, 2021). Language deficits in children with ASD include, but are not limited to, expressive language delays, limited variety in sentence structure, small vocabulary size, and incorrect grammatical structures (Alzrayer et al., 2017; Georgiou & Spanuidos, 2021). Naturalistic interventions are commonly used in applied behavior analysis to teach language, play, and social skills to children with autism spectrum disorder. The PRISMA model was utilized to screen, identify, and select articles implementing a naturalistic intervention to teach language to preschool-aged children with autism spectrum disorder (Page et al., 2021). Twenty-two articles met inclusion criteria, and each article was analyzed across the following categories: number of participants, communication modality, setting, journal, experimental design, intervention, delivery method, intervention length, dependent variables, outcomes, generalization, maintenance, and social validity. Findings and implications from this analysis are presented, along with a discussion of limitations and directions for future research on naturalistic interventions for individuals diagnosed with ASD. |
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| 10. Protecting Vulnerable Users: Teaching Internet Safety to Children With Autism Using Behavior Skills Training (BST) |
| Area: AUT; Domain: Applied Research |
| Shelby Quigley (Amigo Care ABA, Maryland Association for Behavior Analysis), PAMELA MARTINEZ GONZALEZ (Amigo Care ABA, Maryland Association for Behavior Analysis), Alex Arevalo (Amigo Care ABA), Melissa Theodore (Amigo Care ABA) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Children with autism are at an increased risk of encountering online dangers compared to their neurotypical peers (Trundle et al., 2022). These dangers include exposure to violent or sexually explicit content, contact with predators through chatrooms, exploitation, sharing of personal information, and cyberbullying (Lonie, 2014). The core features of autism, characterized by deficits in social skills, social naivety, and difficulties with social communication, exacerbates the risks associated with online activity. Therefore, teaching internet safety skills is crucial for their effective and safe use of digital technology. Behavior Skills Training (BST) has been widely recognized as an effective approach for teaching internet safety (Kowalski et al., 2014) and has proven beneficial in teaching children how to respond to safety threats, both from their physical surroundings and online interactions (Baruni & Miltenberger, 2022). This study aimed to teach internet safety skills to a child with autism who had not yet developed reading proficiency. Using a multiple baseline design, the intervention targeted key skills, including defining internet safety, identifying appropriate versus inappropriate topics during online interactions, blocking users, and muting chats during gameplay. The results demonstrate that BST is an effective method for teaching internet safety skills to a child with emerging reading skills. |
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| 12. Maximizing Treatment Gains: Evaluating Ratio of Known to Unknown Instructional Trials |
| Area: AUT; Domain: Translational |
| ROBERT CORDOVA (Pittsburg State University), MacKenzie Martin (Integrated Behavioral Technologies, Inc) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Maximizing treatment gains may have long-term, positive impacts on length of time spent in intervention. One way to expedite treatment gains is to increase instructional opportunities, creating a greater likelihood of skill mastery. An important consideration with increased instructional trials relates to balancing mastered skills with target skills, considering the potential for decreases in problematic behavior (e.g., Esch & Fryling, 2013) and increases in skill (e.g., Kelly & Holloway, 2015). However, interspersing mastered and target skills may reduce the amount of active teaching targets that may be implemented in teaching sessions. Therefore, the present study evaluated cumulative mastered targets in four children following increases in instructional trials presented during treatment sessions. Additionally, the present study measured the percentage of mastered skills and target skills per treatment session to compare to cumulative mastered targets. During intervention sessions, percentage of mastered skills presented ranged from 48-74% and percentage of target skills presented ranged from 25-52%, with increases in percentage of target skills being mastered ranging from 5-39% (one participant had a decrease of 23% in mastered targets in intervention). Given the mixed results, practitioners should consider individualizing instructional practices based on a variety of factors (e.g., problematic behaviors, client engagement). |
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| 13. Echolalic Speech Characteristics of Children With Moderate to Severe Autism Spectrum Disorder Aged Three to Eight Years in China |
| Area: AUT; Domain: Applied Research |
| HAIDAN LU (Department of Rehabilitation Sciences, Faculty of Education, East China Normal University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Objective To explore the characteristics of echolalic speech of children with moderate to severe autism spectrum disorder (ASD) aged three to eight years. Methods From January to March 2024,15 minutes of rehabilitation course video of six children with moderate to severe ASD aged hree to eight years were collected in institutions and family, respectively. Language sample analysis and self-compiled coding were used to analyze the echo speech sample content, structure, and collect their oral language ability. Pearson correlation analysis was used to analyze the correlation between the echo speech and case oral language ability. Results A total of 235 echoic speech-related speech rounds were recorded. Among them, the ratio of immediacy to delayed echo speech wass 7:1; one echo speech was found in every two to three speech responses, with average sentence length of 2.97 and average word length of 2.23. The frequency of verbs and nouns was high, accounting for 45.03% and 38.48%, respectively, and there were many declarative words and sentences, accounting for 72.58% on average. The type of echo speech structure was the most frequently at the end of the reconstructed discourse, accounting for 29.98% on average. The type, frequency, sentence length, sentence pattern and structure of echoic speech were not significantly different; the language ability scores of imitation sentence length, word understanding and naming were significantly correlated with the number, frequency, sentence length and sentence type frequency of echoic speech (r > 0.881, P < 0.01). Conclusion Echoic speech activity in children with moderate to severe ASD aged three to eight years shows transsituational stability and is related with their understanding language and expressive language ability. Instant echo speech, sentence length, the advantage of real words, declarative sentences, often repeat the end of the original sentence. |
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 14. Effects of Sequential vs. Simultaneous Bilingual Instruction on Tact Training for a Bilingual Child With Autism |
| Area: AUT; Domain: Applied Research |
| RICHARD MOISES SAAVEDRA (21113), Alex Arevalo (Amigo Care ABA), Melissa Theodore (Amigo Care ABA), Shelby Lynne Quigley (Amigo Care ABA, Maryland Association for Behavior Analysis) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: With the increasing number of bilingual children with developmental disabilities in the United States, particularly those with language delays (U.S. Department of Education, 2015), identifying effective teaching strategies tailored to this population is critical. Previous research has examined the effects of bilingual instruction on tact training (Leon & Rosales, 2018); however, limited research exists on how the mode of bilingual instruction—sequential versus simultaneous—impacts skill acquisition and the maintenance of learned behaviors. This study evaluated the effects of sequential versus simultaneous bilingual instruction in Spanish and English on vocabulary acquisition and retention during tact training for children diagnosed with autism spectrum disorder (ASD) receiving in-home applied behavior analysis (ABA) services. Additionally, the study assessed whether switching between languages during tact training contributed to cross-language errors. The results provide evidence-based insights for ABA practitioners regarding the optimal mode of bilingual instruction for bilingual children with ASD. Findings also offer culturally and linguistically responsive recommendations to ensure interventions are tailored to the unique needs of this population. |
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| 15. Investigation of Visual Data Analysis Skills and the Impact on Clinical Decision Making |
| Area: AUT; Domain: Translational |
| HALLE BRIANNE PANTER (Pittsburg State University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Determining the appropriate time to modify independent variables based on behavioral responses (e.g., visual inspection and clinical decision making) is imperative during intervention services. Clinical decision making is an under-researched area in behavioral practice, with training and instructional guidelines varying by practitioners. Making consistent, appropriate, and data-based decisions requires systematic evaluation, and ensures adequate client progress in both skill acquisition and behavior reduction. The purpose of the present project is to evaluate commonly occurring decisions and rationale in practitioners who regularly engage in visual inspection during clinical work. The study uses an online, 20-question pre/post-test and brief training via Qualtrics to assess common practitioner decisions following review of skill acquisition graphs (e.g., raw data, line graphs). Options for data-based decisions varied, but included recommendations to continue or alter an intervention, and identification for the point in time at which an intervention should have been modified. Current results indicate that accuracy for clinical decisions (based on a model by Kipfmiller et al., 2019) average 43% pre-training and 45% post-training, though results data collection and recruitment are ongoing. Increasing practitioner ability to accurately engage in clinical decision-making may have cascading effects on client progression (and eventual need for) behavioral services. |
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| 16. An Embedded Medical Demand Analysis and Functional Analysis of Challenging Behavior |
| Area: AUT; Domain: Applied Research |
| RONAN BUSTAMANTE (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Individuals with autism may engage in escape-maintained disruptive behavior during medical procedures, compromising safety and quality of care (Kupzyk & Allen, 2019). Pre-intervention assessments, such as a demand analysis (e.g., Roscoe et al., 2009) and a functional analysis (Iwata et al.1982/1994), can be used to identify behavioral function. Although a demand analysis is typically conducted before the functional analysis, conducting them concurrently may be more efficient. We assessed the utility of embedding a demand analysis into the escape functional analysis test condition to address this concern. During the escape test condition of the functional analysis, various medical task steps were singly presented while task cooperation and challenging behavior were measured. Tasks associated with low levels of task cooperation and high levels of challenging behavior were identified as strong establishing operation (EO) tasks. In contrast, those with high task cooperation and low challenging behavior are identified as weak EO tasks. Two individuals with autism, who exhibited disruptive behavior during medical procedures, participated. For both participants, escape was identified as a maintaining reinforcer, and both strong and weak EO task steps of a medical procedure were identified. |
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| 17. An Evaluation of the Stability of Preferences for Edible Items Across Assessment Modalities |
| Area: AUT; Domain: Basic Research |
| TYLER ROSADO (Kennedy Krieger Institute), Nathalie Fernandez (Kennedy Krieger Institute), Kaitlyn Connaughton (Kennedy Krieger Institute), Abigail Potter (Kennedy Krieger Institute), Faith Rodriguez (Kennedy Krieger Institute) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Preference assessments are essential in behavior analysis for identifying reinforcers to increase appropriate behaviors and decrease inappropriate ones in individuals with developmental disabilities. Since preferences can change over time, reinforcer efficacy may diminish, highlighting the need for ongoing assessment. However, regularly conducting preference assessments with actual items may not always be feasible. Previous research has shown moderate to high rank correlations for edibles across monthly assessments with actual items. The impact of using different modalities for preference assessments remains unclear. This study aimed to evaluate the stability of preferences for edible items after one month and to compare results from traditional multiple stimulus without replacement (MSWO) assessments to pictorial-based MSWO assessments. Results revealed a moderate correlation between the first and second traditional MSWO assessments (i.e., MSWO I and MSWO II), as well as between the MSWO I and the pictorial MSWO assessments (i.e., MSWO III). Clinical recommendations and implications for future research are discussed. |
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| 18. Promoting Choice and Shared Governance in the Treatment of Severe Food Selectivity in a Verbal Child With Autism |
| Area: AUT; Domain: Applied Research |
| ROSARIA BENINCASA (Neapolisanit Center), Luigi Iovino (Neapolisanit Center), Annapia Mautone (Neapolisanit Center), Mariangela Cerasuolo (A.I.A.S. sez. Nola E.T.S.), Maria Gallucci (A.I.A.S. sez. Nola E.T.S.), Anna Auricchio (Neapolisanit Center) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: To date, several behavioral models have been developed to treat food selectivity in autism spectrum disorder (ASD). In recent years, researchers explored the efficacy of more compassionate and trauma-informed approaches, given that children with ASD are at increasing risk of experiencing traumatic events, which could in turn worsen food selectivity and increase aversion to food. Here we explored the efficacy of a Trauma-Informed treatment package that promoted safety and trust, participant’s choice and shared governance in a child with ASD and Avoidant Restrictive Intake Disorder (ARFID). Prior to treatment, the participant’s weight was below the 3rd percentile. He had recently transitioned off a nasogastric tube and was taking artificial dietary supplements. This intervention utilized the Enhanced Choice Model of Skill-Based Treatment (ECM-SBT; Rajaraman et al., 2021; Hanley, 2014), adapted specifically to address food selectivity, and was fully endorsed and implemented within the framework of the National Health Service (NHS). Parenting Stress Index was used to evaluate the magnitude of stress in the parent–child system. Following the treatment, non-preferred food consumption increased, and mealtime problem behaviors decreased. The positive effects were generalized to different settings and individuals. Caregivers reported high satisfaction, usability, and reduced stress, affirming the protocol's social validity. |
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| 19. An Evaluation of Backward Chaining to Teach a Mand Topography Using a Speech Generating Device |
| Area: AUT; Domain: Applied Research |
| RYAN ORTEGA (Marcus Autism Center/University of Georgia), Jamie Lee Cohen (Marcus Autism Center), Kristin Nicole OGuinn (Emory University, Marcus Autism Center) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Children diagnosed with autism spectrum disorder (ASD) often present with language and communication difficulties (American Psychiatric Association, 2013). Communication difficulties could infringe on an individual’s ability to convey their most basic needs, develop meaningful social relationships, and have long-term impacts on critical skills such as academic achievement and vocational accomplishment (Reichle et al., 2019). Speech generating devices (SGD) supplement communication using icons and voice output technology, allowing for complex language acquisition and access to a larger vocabulary in a portable, durable, and user-friendly form. Behavioral intervention packages in combination with speech output technologies have been utilized to develop communication skills of children with ASD and other developmental disabilities (Muharib et al., 2019). Behavior chains are a common method used to teach complex skills with multiple steps to individuals with ASD and other developmental disabilities (Kobylarz et al., 2020). Participants in this study were systematically introduced to a communication device using a novel backwards chaining procedure. Results indicate backwards chaining was effective for teaching multi-step requesting on an SGD to children on the autism spectrum. |
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| 20. Teaching Tolerance Skills to Reduce Problem Behavior in an Adult With Autism |
| Area: AUT; Domain: Applied Research |
| SABRINA AHMED (IOC Rutgers Center for Adult Autism Services), Julia Iannaccone (Rutgers, the State University of New Jersey), Nicholas Migliaccio (Rutgers, The State University of New Jersey), Sydney Hannah Hall (Rutgers, The State University Of New Jersey), Robert LaRue (Rutgers University), Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University), SungWoo Kahng (Rutgers University) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Denied access to preferred items and activities is a common trigger for problem behavior in individuals diagnosed with autism spectrum disorder (ASD). While teaching individuals to request items/activities appropriately is often indicated, teaching them to wait for access and tolerate denials is also important. Teaching and reinforcing tolerance responses in the absence of problem behavior promotes an adaptive skill while decreasing problem behavior. The current study focused on teaching a tolerance response ("Ok") to a 25-year-old autistic male (Cooper), who was referred for the assessment and treatment of severe challenging behavior (e.g., hand-biting, aggression, and property destruction). Cooper’s property destruction was automatically maintained (destruction of “imperfect” items) and were successfully replaced with appropriate discarding of imperfect items. Cooper’s aggression and self-injury, however, were maintained by restricted access to discarding (e.g., when “imperfect” items did not belong to him). To treat aggression and self-injury, a differential reinforcement procedure was used wherein a tolerance response (“Ok”) was reinforced after a denial statement (i.e., “No, we need to be flexible. We cannot discard that”) with a visual cue. The intervention resulted in sustained low rates of aggression and self-injury as session length was increased and procedures were generalized to parents and regular staff. |
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| 21. Investigating the Impact of Embedded Learning Opportunities on the Engagement of Children With Autism and Intellectual Disability |
| Area: AUT; Domain: Applied Research |
| SERIFE BALIKCI (University of North Carolina Greensboro), Salih Rakap (University of North Carolina Greensboro) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Background: Engagement is a critical factor in promoting learning and social development in young children with disabilities including those with autism spectrum disorder (ASD) and co-occurring intellectual disability, and identifying effective instructional strategies is essential for improving their educational outcomes. Method: Using a non-concurrent multiple-baseline across participants design, this study sought to examine the effects of embedded learning opportunities (ELOs) on engagement of four preschool-aged children diagnosed with autism ASD and co-occurring ID. Results: Findings indicated a clear and consistent trend of increased engagement levels for each child as ELOs was introduced by their teachers. Children generalized increased engagement to other settings and maintained high levels of engagement during the follow up sessions. Furthermore, social validity data gathered from teachers supported these observed improvements. Conclusions: This study underscores the potential of ELOs as a promising and individualized approach for bolstering engagement in preschool children diagnosed with both ASD and ID. |
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| 22. Comparison of Contextual Redirection and Arbitrary Redirection in Treatment of Stereotypy |
| Area: AUT; Domain: Applied Research |
| SAMANTHA PACEWICZ (New England Center for Children, Western New England University), Woo Jung Kim (Melmark New England; Western New England University), Kiah Lyons (New England Center for Children; Western New England University), William H. Ahearn (New England Center for Children) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Stereotypy is part of the diagnostic criteria for diagnosing autism (American Psychiatric Association, 2022). Though stereotypy is not typically harmful, it may be necessary to treat this behavior if it interferes significantly with skill acquisition or other daily activities. Ahearn et al. (2007) found that when interrupting and redirecting (RD) vocal stereotypy to engage in appropriate responses, vocal stereotypy decreased while appropriate vocalizations increased. Subsequently, Steinhauser et al. (2021) compared DRA and context specific redirection (C-RD) across 4 naturalistic contexts. When RD was necessary C-RD was prioritized to promote and reinforce engagement in ongoing activities, but arbitrary redirection (A-RD) was necessary for one participant. Following a functional analysis, this study compared C-RD and A-RD when targeting stereotypy. Interobserver agreement data were collected for stereotypy and engagement for at least 33% of all session types and mean IOA was above 85%. An alternating treatments design was used, and the results suggested that A-RD resulted in a greater decrease in stereotypy relative to C-RD. However, neither A-RD nor C-RD was associated with more functional engagement than baseline. A treatment preference was also conducted to evaluate whether or not the participant had a preference for participating in the arbitrary or contextual redirection sessions. |
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| 23. Evaluating the Effects of Different Functional Communicative Responses on Escape-Maintained Challenging Behavior |
| Area: AUT; Domain: Applied Research |
| SARAH SUDHOFF (Salve Regina University), Jacqueline Wilson (Salve Regina Uinversity), Cody Morris (Salve Regina University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Functional communication training (FCT) is an effective strategy to decrease escape-maintained challenging behavior. Various motivating operations (MO) may impact the aversiveness of a demand. Previous research assessed the effectiveness of one functional communicative response (FCR) on challenging behavior, however, different FCRs may have differential effects on challenging behavior. The FCR should ideally match the MO maintaining challenging behavior The purpose of this study was to assess the effects of different FCRs on escape-maintained challenging behavior. The participant was a 11-year-old white male diagnosed with autism spectrum disorder. The current study used a pairwise multielement design to compare FCRs for a break, assistance, and different presentation of instruction. Frequency of FCR engagement and challenging behavior was measured. Interobserver agreement (IOA) was collected for 100% of trials with an IOA score of 96%. A procedural fidelity (PF) checklist was completed for 56% of trials with a PF score of 100%. Break was chosen most frequently, and it was the most effective at suppressing challenging behavior. Results of this study suggest evaluating the differential effects of various FCRs may be beneficial at reducing escape-maintained challenging behavior. |
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| 25. An Evaluation of an Electronic Picture-Based Multiple-Stimulus-Without-Replacement Preference Assessment |
| Area: AUT; Domain: Applied Research |
| SIMONE WOODS (The University of Kansas), Kathryn A Gorycki (The University of Kansas), Pamela L. Neidert (The University of Kansas), Erika Fiscus (The University of Kansas), Breanna R Roberts (The University of Kansas) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Reinforcers are critical for skill acquisition and behavior reduction for children with and without intellectual and developmental disorders (IDD). Identifying reinforcers is often a routine part of the assessment and treatment development process (Hagopian et al., 2004). To date, no studies have examined the efficacy of using pictures of edibles in an electronic format (e.g., pictures of food on a tablet) to identify preferred edibles. The purpose of this study is to expand on the current literature on preference assessment modalities by examining a multiple-stimulus-without-replacement (MSWO) preference assessment using electronic pictures as stimuli without contingent access to the selection, compared to a standard MSWO preference assessment, with contingent access for selection, using edibles as the selection in both conditions. Overall, the results suggest that electronic-picture modality was effective for four of the five participants, however two of the four participants required modifications to the reinforcer assessment procedure to indicate efficacy. |
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| 26. Impacts of Mastery Criteria on Response Maintenance |
| Area: AUT; Domain: Translational |
| SYDNEY GRACE MCFALL (Integrated Behavioral Technologies, Inc.) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Early, intensive behavioral intervention is an evidence-based practice for remediating skill deficits in children with autism (Love et. al., 2008). One important component of intensive intervention is mastery criterion, or the point at which a skill has been learned to a sufficient level to allow for maintenance. Mastery criterion is necessary to progress intervention targets on a rapid and consistent basis. Despite the importance of mastery criterion, there is very little research on which level leads to the quickest acquisition and most durable learning. The present study evaluated four mastery criterion levels (50, 80, 90 and 100%) impact on maintenance of learned skills in a multiple baseline format. Four post-mastery intervals were used (e.g., three weeks post mastery). Four children with ASD between 5-7 years of age were recruited. Four sets of arbitrary stimuli across different skill categories (e.g., receptive labeling, reading, spelling) were randomly assigned to mastery criterion levels during teaching procedures for participants. Data indicate that requiring higher levels of mastery (e.g., 100%) leads to more durable learning over time and less skill regression, though results varied by participant. Practitioners should consider a number of variables when choosing and implementing mastery criterion levels. |
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| 27. The Effects of High and Low Affect Praise on Client Behavior During Work Tasks and Leisure Breaks |
| Area: AUT; Domain: Applied Research |
| SAMANTHA VAN DEAN (Douglass Developmental Disabilities Center), Robert LaRue (Rutgers University), Kimberly Boley (Douglass Developmental Disabilities Center), Kathryn Prozzo (Rutgers University), Chantal Taluba (Rutgers University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: In clinical practice, therapist affect can significantly impact the quality of therapist-client interactions. Aspects of therapist affect, including tone of voice, body language, and facial expressions, can influence student performance during tasks. While therapist affect can influence client outcomes—including productivity, on-task behavior, and problem behavior—it is rarely systematically manipulated. This study examined the impact of therapist affect on the behaviors of two clients. For participant one, the focus was on independent work tasks (e.g., stuffing envelopes), while for participant two, the focus was on teacher-directed instruction (e.g., gross motor imitation) and leisure breaks. A multielement design was used to compare three conditions: high-affect praise, low-affect praise, and no praise. In the high- and low-affect conditions, praise statements were delivered every 20 seconds, either with high affect (e.g., “Great job doing your work!”) or low affect (e.g., “Nice”). Results revealed clear differentiation among conditions, emphasizing the importance of therapist affect in shaping client behavior. These findings underscore the need to consider varying levels of affective praise (animated vs. neutral) when tailoring interventions to individual clients. The implications for clinical practice and the potential directions for future research will be discussed. |
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| 28. A Scoping Review of Participant History Descriptions in The Analysis of Verbal Behavior (TAVB) |
| Area: AUT; Domain: Theory |
| KATHERINE GRACE BRIDGES (University of North Texas), Jeanne Stephanie Gonzalez (University of North Texas) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Research in behavior analysis has a foundation in single case design. Within those designs, often our primary dependent variable is within-subject change in behavior. As all sciences, we strive to control for potential confounds. In our research we work with many different participants and a potential confound might be the participants history. The question of history as a variable in research is empirical. In this study we aim to summarize how research published in The Analysis of Verbal Behavior typically describes participants skill repertoires, academic history, diagnosis, and other demographic variables. Every article in The Analysis of Verbal Behavior was reviewed for inclusion. We limited inclusion to empirical studies using single case design, excluding assessment validations, reviews, and discussion papers. These data are summarized with trends across time, across participants and with general trends across articles. Preliminary results show there is little consistency across the information reported in articles and virtually no descriptions supporting the validity of the skill repertoire descriptions. |
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| 29. Evaluating Methods for Increasing Cooperation During Discrete Trial Teaching |
| Area: AUT; Domain: Applied Research |
| SOPHIA BLOMBERG (Salve Regina University), Jacob Oliveira (Salve Regina University), Grace Boyle (Salve Regina University), Stephanie Hope Jones (Salve Regina University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Designing discrete trial teaching (DTT) interventions to increase the likelihood of client cooperation is essential. There are several potential procedures that increase client cooperation including: teaching and reinforcing functional communication (Reichle & Wacker, 2017), interspersing mastered tasks (Neef et al., 1980), and errorless teaching (Mueller et al., 2007). The purpose of this evaluation was twofold: to identify which tasks within DTT were most likely to result in frequent cooperation and no protesting and to identify the relative efficacy of teaching a communication response and errorless teaching for increasing cooperation during DTT. We found that the client did not protest during mastered tasks but protested during unmastered and interspersed tasks. We then taught the client to ask for help, which did not result in increased cooperation. We then began errorless teaching and cooperation increased. The results of this study suggest that errorless teaching was an effective method for this client in increasing cooperation during DTT and teaching unmastered tasks. IOA data was collected by two independent observers for 55% of sessions with a mean agreement of 100%. Procedural fidelity data was collected for 35% of sessions and was 100%. |
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| 30. Training a Latina Grandmother in Discrete Trial Training (DTT) |
| Area: AUT; Domain: Applied Research |
| SORAYA DOS SANTOS (Amigo Care ABA), Daniela Argueta (Amigo Care), Alexander Arevalo (Amigo Care ABA), Shelby Quigley (Amigo Care ABA) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: This study examined the effectiveness of training a grandmother from a Latino household to implement Discrete Trial Training (DTT) for her grandchild receiving home-based ABA services. In many Latino families, caregiving often involves not only the parents, but extended family members. Given the central role that grandparents often play in Latino family life, training these caregivers is essential to culturally responsive ABA practices (Castro-Hostetler et al., 2023). In this study DTT was divided into three components: attending to the therapist, prompt, and consequence for correct or incorrect responses. A multiple probe baseline design was used across three targets, with training provided through in-vivo modeling. Results indicated that modeling was sufficient for the caregiver to master DTT implementation, supporting the feasibility of training extended family members in ABA strategies. This approach may improve the continuity of care and align with the familial structure in Latino households, making ABA services culturally meaningful. |
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| 31. A Review of Self-Restraint in the Context of Self Injurious Behavior |
| Area: AUT; Domain: Theory |
| STEPHANIE NGOC CHIN-LENN (ABC Group Hawai'i) |
| Abstract: Some individuals with neurodevelopmental conditions engage in self-inflicted injury, which can be maintained by both positive and negative reinforcement contingencies. In some cases, self-restraint, a purposeful restriction of one’s own bodily movements, has also been observed to occur with these individuals. Although there is extensive research on self-inflicted injury, there is a significant gap in the relationship between self-inflicted injury and self-restraint, and disagreement on its utility as a replacement behavior. This proposal seeks to review research on self-restraint and its relation to self-inflicted injury. A search was conducted on ProQuest using the keywords “self-restraint” and “self-inflicted injury” or “self-injurious behavior”. With these keywords, 78 articles met the inclusion requirements. Historical interventions will be reviewed and a compassionate care perspective will be discussed. A review of these articles will bridge the research gap to better understand the relationship between these behaviors that are commonly observed in individuals with neurodevelopmental conditions. |
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| 32. Dissemination of Naturalistic Developmental Behavior Interventions to Parents Residing in China |
| Area: AUT; Domain: Service Delivery |
| SUNNY KIM (University of California, Santa Barbara), Mian Wang (University of California, Santa Barbara) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: There is an urgent need for access to high quality training programs rooted in the principles of applied behavior analysis (ABA) for parents who have a child with autism in China. Early diagnosis and access to quality programs rooted in ABA principles have the potential to help individuals with autism overcome barriers and learn important life skills. Unfortunately, in China, access to early diagnosis and quality therapy is scarce. The root causes may be attributed to the lack of public awareness, cultural barriers, and lack of access to quality courses and training programs for parents.
To disseminate behavior analytic information to professionals residing in China, the China Applied Behavior Analysis (CABA) was developed on March 4th, 2021. The goals of CABA are to provide online training courses rooted in ABA to local therapists, develop a behavior analysis practitioner certification committee, and establish guidelines for behavior analytic practices. To assist with the efforts of CABA, the purpose of this project was to expand the efforts of CABA with widespread dissemination of behavior analytic training programs specifically for parents by: (1) developing a 40-hour online asynchronous course on Naturalistic Developmental Behavior Interventions, and (2) offering the course using our interactive learning platform. |
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| 33. Severe Problem Behavior Maintained by Access to Different Ritual Subtypes |
| Area: AUT; Domain: Applied Research |
| SHUANGYU ZHAO (Rutgers, The State University of New Jersey), Julia Iannaccone (Rutgers, the State University of New Jersey), Nicholas Migliaccio (Rutgers, The Stata University of New Jersey), Robert LaRue (Rutgers University), Christopher Manente (Rutgers Center for Adult Autism Services, Rutgers University), SungWoo Kahng (Rutgers University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Certain types of higher order, restricted and repetitive patterns of behavior (RRB) characteristic of autism share similar qualities to compulsions characteristic of obsessive-compulsive disorder (OCD). Previous research suggests that denied access to ritualistic behaviors may serve as a function for problem behaviors in individuals with ASD. A dearth of literature exists, however, on different topographies or subtypes of higher order RRBs (commonly referred to as rituals). The purpose of the present study was to (1) propose three separate subtypes of rituals and (3) provide evidence of severe problem behavior maintained by access to each of the proposed ritual subtypes. Three adults diagnosed with autism, intellectual disabilities, and OCD participated in the present study. Each participant engaged in severe problem behavior and one of the three proposed subtypes of rituals: first-person (the participant completes the rituals themself), second-person (another person completes the ritual), and person-neutral (no preference for person completing the ritual). Results of functional analyses for each participant demonstrate that they engage in problem behavior (e.g., aggression, self-injury) to access the ritual being completed. Preliminary evidence of the efficacy of functional communication training to treat these problem behaviors, as well as implications for future research, will be discussed. |
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| 34. Generalizing Session Pairing Procedures Across Participants With Comorbid Diagnoses Outside of Early Childhood |
| Area: AUT; Domain: Service Delivery |
| TARA JANE ROCHEFORT (Butterfly Effects), Christine Johnson (Butterfly Effects), Jarrett Ring (Butterfly Effects) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Rapport building is a key component of effective and compassionate Applied Behavior Analytic (ABA) services for children and teenagers who have a diagnosis of autism spectrum disorder (ASD). In recent literature, it has been demonstrated that building rapport can decrease maladaptive behaviors while increasing the quality of service delivery (Shillingsburg et al.,2018; McLaughlin et al., 2005) as this is the first step towards more compassionate and responsive ABA. Presession pairing develops a positive environment that allows a relationship between the staff and the client to develop prior to the implementation of skill acquisition programs. The present study replicates and extends the work of Lugo et al., 2017 by generalizing pairing procedures to an applied setting within client’s homes. Frequency of praise was measured across sessions pre- and post- behavior skills training (BST). The study’s results show that pairing throughout session is effective for participants other than those with a single diagnosis of ASD and that are outside of the early childhood age. |
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| 35. Assessing Competing Stimuli to Reduce Phone-Related Disruptions |
| Area: AUT; Domain: Applied Research |
| TATIANA CASTILLO (Amigo Care ABA), Shelby Lynne Quigley (Amigo Care ABA, Maryland Association for Behavior Analysis), Alex Arevalo (Amigo Care ABA), Melissa Theodore (Amigo Care ABA) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Disruptive phone-related behaviors, such as grabbing a caregiver's phone or attempting to use another individual's phone during calls, can interfere with daily functioning and social interactions. Identifying and implementing functionally equivalent competing stimuli has been shown to reduce rates of challenging behaviors and increase appropriate engagement in 36.4% of cases with multiply maintained challenging behavior (Laureano, et al., 2023). The present study conducted an augmented competing stimuli assessment (A-CSA) to identify stimuli that will mitigate phone-related disruptions exhibited by a 10-year-old male diagnosed with autism spectrum disorder (ASD) (Hagopian et al., 2020). Disruptive phone behaviors were assessed with the behavioral team and caregivers during two phone call modalities, voice calls and video calls. Prompting and response blocking were used in succession to promote engagement with stimuli and disrupt challenging behavior. Preference assessments were conducted to identify stimuli that competed with the reinforcing properties of phone access. Results demonstrated
that a pop-it fidget toy and a tablet effectively functioned as competing stimuli, decreasing the occurrence of phone disruptions across all call modalities. |
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| 36. Use of and Barriers to Using Visual Analysis of Data in Applied Behavior Analysis (ABA)-Based Treatment |
| Area: AUT; Domain: Applied Research |
| TIM CALDWELL (Vista Autism Services), Kimberly A. Schreck (Penn State Harrisburg), Tyler Ré (The Chicago School), Sarah Bendekovits (Achieving True Self), Juan Carlos Lopez (Behavioral Interventions Inc.) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: As the use of ABA-based intervention continues to expand, concerns over efficacy of practice and the adherence to scientific standards have persisted (Colón et al. 2024; Oliver et al., 2015). The current study looked at data collection and visual analysis practices employed by behavior analysts to verify treatment effects along with the potential barriers experienced that may prevent this critical component of effective ABA-based intervention. Seventy-five participants, including BCBA/BCaBA candidates completing fieldwork, BCaBAs, BCBAs, and BCBA-Ds, completed the survey. Results showed that 85% of the participants utilized visual analysis of data to make decisions about treatment efficacy but only approximately 51% of those participants stating that they review the data on a session by session or daily time frame. Survey data found the following barriers to regular collection and analysis of data among participants: too many administrative tasks (70%); lack of time in schedule (64%); lack of reimbursement or pay for data analysis (38%); lack of competency (31%); and lack of ongoing supervision (24%). This preliminary research identifies concerning barriers to the use of regular visual analysis and data-based decision making. |
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 37. Training First Responders Using Behavior Skills Training to Respond to Emergency Situations |
| Area: AUT; Domain: Service Delivery |
| TORICA EXUME (Florida Atlantic University Center for Autism and Related Disabilities) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: This training program uses Behavior Skills Training (BST) to provide first responders with the knowledge and practical skills necessary to manage emergency situations involving individuals with intellectual and developmental disabilities (I/DD) and co-occurring mental health challenges. BST combines instruction, modeling, role-playing, and feedback to ensure first responders can effectively implement strategies such as de-escalation, communication techniques (including augmentative and alternative methods), behavior management, and safe physical interventions in real-life scenarios. The goal is to equip first responders to respond safely and efficiently while addressing the unique needs of individuals with I/DD during emergencies.
Data from multiple groups is compared to assess the training’s effectiveness. Improvements observed in each group after BST, alongside stable baseline performance, confirm the impact of the training. The curriculum emphasizes recognition, communication, and interaction strategies specific to this population, including verbal, augmentative, and alternative communication methods, as well as de-escalation and behavior management techniques, while also considering physical limitations for safe interventions. |
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| 38. Contextual Properties of Automatically Reinforced Pica: An Analysis of Behavior Patterns |
| Area: AUT; Domain: Applied Research |
| THOMAS BUSTAMANTE (BlueSprig Pediatrics), Kacie McGarry (University of Florida), Kerri P. Peters (University of Florida), Justin Boyan Han (University of Florida), Janae' A. Pendergrass (University of Florida), Timothy R. Vollmer (University of Florida) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Pica, the persistent consumption of non-nutritive substances, poses significant health risks, including poisoning, choking, intestinal blockage, and other gastrointestinal complications. This dangerous behavior is notably more prevalent among individuals with developmental disabilities, which can lead to serious medical emergencies and a reduced quality of life. Despite the well-documented risks and prevalence, the mechanisms underlying pica remain not yet understood, creating challenges for effective assessment and intervention. Research indicates that many cases of pica are maintained by automatic reinforcement. However, without information on specific environmental variables that affects probability of pica, it is difficult to design functional analyses to isolate specific variables that can inform function-based treatment. The current project aims to address these gaps by exploring the contextual factors that maintain automatically reinforced pica. Specifically, we examine the interaction between environmental variables and the occurrence of pica to enhance the assessment precision. The results of this study will contribute to the development of individualized, evidence-based interventions that prioritize safety during both assessment and treatment. By providing practical tools and strategies, this line of research may equip clinicians with the knowledge to improve treatment outcomes, reduce harm, and enhance the overall well-being of individuals with pica. |
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| 40. A Descriptive Analysis of Strength-Based Tacting With Parents of Autistic Youth |
| Area: AUT; Domain: Applied Research |
| CHANTAL ELIZABETH VEILLEUX (Brock University), Han Xiang (Kevin) Yu (Brock University), Priscilla Burnham Riosa (Brock University) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Strength-based frameworks and interventions have focused on re-defining disabilities like autism from positive rather than deficit perspectives. Research on strength-based parenting (SBP) approaches in particular have indicated improvements on constructs relevant to parent-child wellbeing, such as parenting competence and parent-child relationship quality. However, to our knowledge, no studies have directly measured strengths tacting among parents of autistic youth. The purpose of our investigation was to determine descriptive trends in strength-based tacting of parents of autistic youth who completed a SBP workshop called Strength Spotting, where they were taught the 24 character strengths from the Values in Action strengths classification system. Diaries used by parents to record their children’s strengths across 14 days following the workshop intervention were transcribed. Frequency data were examined to determine strength-specific trends. A small proportion of strengths were tacted frequently. Approximately half of the strengths were tacted a moderate amount. Nearly half of the other strengths were tacted infrequently. Strengths that were tacted less often compared to traditional deficit-oriented paradigms of autism (e.g., teamwork, social intelligence). Implications of these findings are discussed. These preliminary findings can be used to inform future research on teaching strength-based language and fostering meaningful outcomes for autistic youth and their caregivers. |
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| 41. Promoting Question-Answer in Day Service Settings for Children With Autism Spectrum Disorder (ASD) Through the Using of Speech-Generating Device (SGD) |
| Area: AUT; Domain: Applied Research |
| MEIJUAN DENG (University of Tsukuba/Pirain・Tutuji Incorporated), Ginga Sasaki (University of Tsukuba) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: In this study, we examined whether a systematic instruction package was effective in helping children with intellectual developmental disabilities associated with autism spectrum disorder (ASD) acquire question-answering skills using an iPad-based speech-generating device (SGD). Three children attending after-school day service facilities in Japan had difficulty communicating verbally and were individually trained to use the SGD for question-answering tasks. Additionally, we investigated whether the question-answering behaviors acquired through individual instruction using the SGD would generalize to other staff members. The results demonstrated that the systematic instruction package, which included a step-up procedure, time delay, and consideration of the combination of characteristics and questions related to the target object, led to the acquisition of correct answers to all questions. Generalization was achieved for participants A and B, Still, it was not completed for participant C. Social validity data were also collected, which indicated that staff without experience using SGDs expressed positive opinions about this study. Furthermore, it was demonstrated that there is potential to effectively support communication skills. |
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| 42. Assessment of a Child’s Preference for Differentially Signaled Variable Ratio, Signaled Variable Ratio, and Fixed Ratio Schedules of Reinforcement |
| Area: AUT; Domain: Applied Research |
| TODD M. OWEN (University of Nebraska Medical Center) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: This study assessed an 8-year-old boy with autism’s preference for two variable ratio schedules of reinforcement and a fixed ratio schedule. In both variable ratio schedules, the experimenter delivered tokens following a correct response and taught the response using a prompt delay procedure. In the differentially signaled variable ratio condition, the experimenter randomly selected a token from a bag containing five white tokens and one blue; the backup reinforcer was provided only when the blue token was delivered. In the signaled variable ratio condition, the experimenter provided the backup reinforcer after placing up to six tokens onto a token board. In the fixed ratio condition, no tokens were delivered, no teaching occurred, and backup reinforcers were provided after twelve trials. After acquiring tacts in both teaching conditions, the participant selected the condition he would experience next. He selected the differentially signaled condition for two sets of stimuli and then shifted to selecting the fixed ratio schedule for two other sets. Results are discussed in terms of schedule predictability and C/T ratios (Madden et al., 2023). |
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| 43. Effective Teaching Procedure for Waiting Using Shaping and Differential Reinforcement in Children With Autism |
| Area: AUT; Domain: Applied Research |
| VALENTINA SPAGONE (Associazione per l'Autismo Enrico Micheli ETS, ABAIT), Chiara Pezzana (Associazione per l'Autismo E. Micheli), Valeria Pascale (The Chicago School, ABA For Disability) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Teaching waiting skills, related to the request repertoire, is important for promoting independence in individuals with moderate to severe disabilities. According to Essential for Living (McGreevy & Fry, 2013), waiting is an essential skill not only for supporting a fluent mand repertoire but also for improving interaction with the environment. This study explores the importance of teaching waiting skills in three children diagnosed with autism and severe intellectual disability. These children participated in an intervention based on the Skill-Based Treatment (SBT) model from Essential for Living, aimed at promoting adaptive behaviors and reducing severe behavioral problems. The data show that appropriate training in waiting skills can promote autonomy and improve quality of life. Results suggest that, when integrated into individualized programs, teaching waiting skills is crucial for acquiring other functional skills (e.g., accepting "no") and reducing problematic behaviors. Additionally, learning to wait appropriately in various contexts leads to greater social participation, reduced frustration, and fewer maladaptive behaviors. Overall, these findings emphasize the importance of waiting skills as a foundational component for building independence and improving adaptive functioning in individuals with autism and severe intellectual disabilities. |
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| 44. Made You Look: Training Board Certified Behavior Analysts (BCBAs) to Recognize, Measure, and Compare Restrictive Procedures Using the Restrictive Procedures Assessment (RPA) in an Agency Setting |
| Area: AUT; Domain: Applied Research |
| VALERIE LACERRA (Behavior Interventions, Inc.), Juan Carlos Lopez (Behavior Interventions, Inc.), Lauren Trace (Behavior Interventions, Inc.) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Section 2.15 of the Ethics Code for Behavior Analysts specifies that restrictive procedures should only be used when less intrusive methods have failed, or when the risk of harm to the client outweighs the risks of intervention. However, until now there has not been an objective way to assess the risks and benefits of these procedures. This poster presents a procedure conducted with four groups of Board Certified Behavior Analysts (BCBAs), which achieved similar results. The procedure utilized Behavior Skills Training (BST) to teach BCBAs how to use the Restrictive Procedure Assessment (RPA), which helps evaluate and compare the risks and benefits of restrictive procedures. All four groups showed improved test scores: Group A increased from 73.3% to 91.6%, Group B rose from 60% to 80%, Group C rose from 67% to 79%, and Group D rose from 55% to 73%. A social validity survey indicated that participants found the RPA relevant, easy to use, and beneficial for considering alternatives to restrictive procedures, with most expressing an intention to continue using it. Although there were some limitations to the study, the procedure increased behaviors associated with correct use of the RPA and was associated with more intentional restrictive procedure use. Further research into the RPA could align restrictive procedure use further with the Ethics Code. |
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| 45. Teamwork Makes the Dreamwork: Adapting a Parent Mediated Intervention for Spanish-Speaking Latinos |
| Area: AUT; Domain: Applied Research |
| VICTORIA LYNELLE VILLARREAL (78539), Maria C. Montenegro (Burrell Behavioral Health - Autism Center), Miriam Ortiz (University of Texas Rio Grande Valley), Geohanna Noel (University of Texas Rio Grande Valley), Bianca Villalobos (California State University, Northridge), Nazaret Fresno (University of Texas Rio Grande Valley), Gabriel Gonzalez (University of Texas Rio Grande Valley), Cecilia Montiel-Nava (University of Texas Rio Grande Valley) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Access to autism care is often challenging for Latino families due to barriers such as language disparities, stigma, limited availability of culturally competent providers, and socioeconomic factors. Involving parents as therapists enables cost-effective, individualized interventions that are easy to implement and generalize while also boosting parental efficacy. Parent-mediated interventions (PMIs) have been successfully utilized across various ethnic and minority groups, including Latinos. The purpose of this study was to culturally and linguistically adapt the Spanish-version of the World Health Organization Caregiver Skills Training (WHO-CST) for a predominantly Spanish-speaking Latino-populated region in the U.S. We employed a community-based participatory research (CBPR) approach to assess the content and cultural relevance of the Spanish CST. 27.8% (n=5) of the children had co-occurring conditions, including Intellectual Disability (IDD) and Cerebral Palsy (CP). Of the children, 83.3% (n=15) were male, while 16.7% (n=3) were female. The children’s ages ranged from 9 to 17 years (x=11.8; SD= 2.11). All caregivers in the study were mothers, and 72.2% (n=13) were bilingual, speaking both English and Spanish, while the remaining 27.8% (n=5) spoke only Spanish. Findings highlighted the importance of verbiage use by professionals. Furthermore, participants emphasized the value of personalismo which entails providers transmitting professionalism and warmth. |
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| 47. Teaching Pretend Play Skills: A Review |
| Area: AUT; Domain: Applied Research |
| COURTNEY POSEY (California State University, Sacramento), Ciobha A. McKeown (California State University, Sacramento), Chloe Elizabeth Druckrey (California State University, Sacramento), Jillian Mangiardi-Little (California State University, Sacramento) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Play is a pivotal childhood skill, as play skills are essential for building peer relationships; developing fine and gross motor skills; developing communication; promoting independence; and developing empathy. Children diagnosed with autism spectrum disorder (ASD) may demonstrate limited play skills, especially with pretend or symbolic play. These limited play skills may impact friendship development and hinder their social acceptance. This review examined pretend play interventions for children with ASD. PsychInfo was used to search for articles using variations of the following key terms: “pretend play,” “symbolic play,” “dramatic play,” “object substitution,” “imaginative play,” “sociodramatic play,” and “thematic play.” The search yielded a total of 3,380 articles, and 33 articles met the inclusion criteria (single case experimental designs, children diagnosed with ASD). Across the 33 studies selected, multiple different interventions (system of least prompts, prompt delays, video modeling, video-enhanced activity schedules, intraverbal training, matrix training) showed an increase in pretend play skills; however, the differential efficacy of each of these interventions is unknown. We discuss current limitation of the extent literature including interventions that may promote rote responding, lack of generalization tests with peers and, extended measures of maintenance. |
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| 48. Design Artificial Intelligence (AI)-Generated Interactive Video Social Stories for Children With Autism Spectrum Disorder |
| Area: AUT; Domain: Service Delivery |
| WING YEE HO (Hong Kong Metropolitan University, School of Education and Languages) |
| Abstract: Children with autism spectrum disorder (ASD) often demonstrate a pronounced inclination towards visual learning over auditory learning, highlighting the necessity for instructional approaches that leverage video and technology. Social stories, coupled with self-care theory principles, are widely acknowledged as beneficial educational aids for children with ASD. By adhering to essential criteria and fostering collaborative partnerships with generative artificial intelligence (GenAI), the amalgamation of video-based social stories and interactive gaming holds promise in enhancing the learning motivation of children with ASD, thereby enriching their educational journeys and promoting better knowledge retention. This research endeavor sought to offer a practical demonstration that underscores the utilization of GenAI in crafting interactive video-based social stories featuring gaming elements. Through the utilization of video modeling methods, children can observe and emulate speech patterns and behaviors depicted in social stories. This process can be further enriched by including interactive games, enabling children to actively practice the skills they have acquired. The study delineates the specific types of GenAI to incorporate, along with the techniques and procedures involved in developing gamified video-based social stories. |
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| 49. Caregiver Perceptions of Early Autism Diagnostic and Support Services |
| Area: AUT; Domain: Applied Research |
| MAILA MAICO (Sacramento State University), Ciobha A. McKeown (California State University, Sacramento), Catherine Warren (California State University, Sacramento), Anna Marie Quintero-Giegeling (California State University, Sacramento), Chloe Elizabeth Druckrey (California State University, Sacramento), Courtney Posey (California State University, Sacramento), Evelin Arredulfo (California State University, Sacramento) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: It has been demonstrated that early behavioral intervention is essential for children on the autism spectrum to learn the life skills necessary to thrive (Anderson & Carr, 2021). Despite the understanding that timely identification and access to services are important, the mean diagnostic age is 5 years (with valid and reliable assessments available starting at 18 months old; Maenner et al., 2020). Although 85% of state agencies managing early intervention services in California conducted autism screenings, fewer than 39% provided diagnostic assessment prior to age 3 (Williams et al., 2021). This issue may create barriers (e.g., long waitlists to diagnostic assessment, delays to early intervention) to early diagnosis and intervention, thereby increasing health disparities across racial, ethnic, and socio-economic groups (Wieckowski et al., 2022). Through semi-structured interviews, we interviewed caregivers of autistic children about their experiences accessing autism diagnostic and support services. Specifically, we determined the efficiency of diagnostic services, experiences during the diagnostic process, and if they received guidance accessing and understanding resources post-diagnosis. We also asked about their experiences with early intervention services, including perceived efficacy. Preliminary data suggests children were diagnosed early (M= 2.5 years old) and accessed behavior analytic services quickly (M= 1 year after diagnosis). We provide updated considerations for scientist-practitioners involved in autism diagnostic and support services. |
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| 50. Data Analysis of Self-Monitoring Time in Intervention for Increasing Physical Activity |
| Area: AUT; Domain: Applied Research |
| YASIN SAYED CRUZ (Western New England University), Eileen M. Roscoe (The New England Center for Children; Western New England University), Holly Wiggins (The New England Center for Children) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Interventions that include self-monitoring (SM) have been found effective for increasing physical activity in individuals with autism spectrum disorder (ASD). However, the independent and additive effects of SM for increasing physical activity remain unclear. The purpose of this study was to evaluate SM in a component analysis to increase physical activity engagement in an individual with ASD. A secondary purpose was to evaluate the effects of correcting for SM time and transition time (between physical activity tasks). It is possible that time spent engaging in SM and transitions may have reduced the opportunity for physical activity, affecting the interpretation of the component analysis results. SM increased physical activity only when combined with reinforcement. Correcting for SM time and transition time resulted in a slight increase in PA engagement; however, this difference in level did not impact the interpretation of SM effects. IOA was collected in 33.4% of sessions and averaged 90.2% for PA engagement and 97.2% for accurate SM. |
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| 51. Effects of a Mobile Application Parent Training Program on Challenging Behaviors in Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| YEARIN KIM (Seoul National University Hospital) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Due to financial limitations and cultural stigma of treatments for children with Autism Spectrum Disorder (ASD) in South Korea, there is a necessity for extension of service delivery. This study examines the results of an online parent training program utilizing a newly developed mobile application. The application features several tools and techniques commonly utilized in Applied Behavior Analysis (ABA). A multiple-baseline single-case experimental design was conducted across 40 parent-child dyads, and participants were randomly assigned to experimental and control groups. Results indicated that five weeks of parent training was not sufficient enough to maintain independent use. In addition, there was a significant difference in the application features that parents used. Parents were less likely to use features that required professional knowledge of ABA. Lastly, parent questionnaires showed that the experimental group had meaningful changes in certain domains related to challenging behaviors. This study contributes to future directions for mobile applications intended for improving the lives of family members with children with ASD and their engagement in child behavior. Results also provided insight into Korean parents’ attitudes toward the treatment of children with ASD and ways of developing more inclusive, appropriate, and culturally sensitive services. |
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| 52. Teaching Practitioners to Use the Bristol Stool Form Scale |
| Area: AUT; Domain: Applied Research |
| CHRISTIAN YENSEN (BCBA), Janae' A. Pendergrass (University of Florida), Sean Smith (SUNY Upstate Medical University), Lindsay Lloveras (Marcus Autism Center), Timothy R. Vollmer (University of Florida) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: The Bristol Stool Form Scale (BSFS) is an empirically validated and reliable tool used to measure bowel movement (BM) health. Stool health may be especially important to monitor among individuals with limited verbal repertoires, as they may not be able to self-report BM health. Further, individuals with autism spectrum disorder are known to have higher incidence of gastro-intestinal (GI) distress. Participants in the present study were staff responsible for the care of individuals with ASD. These staff were trained to use the BSFS to identify BM type. A series of phases were conducted in which participants were shown various pictures of BMs. In Phase 1, participants were provided with an instruction to assign a number based on the chart scoring system (1-7) to each picture. In Phase 2, participants were given access to the BSFS. In Phase 3, a trainer-facilitated discussion of each BM type was conducted. In Phase 4, a full review of each picture was conducted and feedback was provided for individual errors. Participants were re-tested at the end of each phase. All participants achieved mastery for BFSC use by Phase 4, and, of the participants who received a follow-up evaluation, this skill maintained for up to 6 months from the completion of the training. This training took a maximum of one hour to complete, could be conducted individually or in a group, and required very little additional training to deliver effectively. |
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| 53. Remote Training on Functional Behavior Assessment and Brief Treatment Implementation |
| Area: AUT; Domain: Applied Research |
| YOSELIN HERNANDEZ-AVALOS (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Functional Analysis (FA) enables the identification of the function of problem behavior, leading to effective function-based treatment (Iwata et al., 1994). However, clinicians do not consistently conduct functional analyses and have reported a lack of trained staff or insufficient experience as potential barriers (Roscoe et al., 2015). Behavioral Skills Training (BST) has proven effective in teaching staff to implement FAs both in vivo (Iwata et al., 2000) and remotely (Lloveras et al., 2022; Rios et al., 2020). Nonetheless, these studies utilized synchronous training and coaching, which may not be feasible in resource-limited settings. An antecedent-only approach that facilitates asynchronous training is the use of Enhanced Written Instructions (EWI; Graff and Karsten, 2012). The purpose of the current study was to assess the utility of EWI in remotely training staff to conduct each component of a Functional Behavioral Assessment. This included conducting and interpreting an indirect assessment, performing a functional analysis, and implementing a brief treatment analysis. If EWI alone proved ineffective, performance-specific feedback was incorporated. Two individuals participated and achieved competency in all tasks at the end of training. EWI alone was effective for certain tasks, whereas others required the addition of feedback. |
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| 54. Virtual Reality in Social Skills Interventions for Individuals With Autism Spectrum Disorder: A Systematic Literature Review |
| Area: AUT; Domain: Theory |
| TINGTING ZHOU (Duquesne University), Ann Huang (Duquesne University) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: Individuals with Autism Spectrum Disorder (ASD) often face challenges in social communication and interaction. Virtual Reality (VR) has emerged as a promising tool for addressing these challenges by providing immersive, customizable, and controlled environments for practicing social skills. This systematic review, adhering to PRISMA guidelines, analyzes 28 peer-reviewed studies published between 2015-2025, summarizing intervention strategies, target populations, study designs, and outcomes. Findings indicate that VR interventions effectively improve social communication, emotional recognition, and situational problem-solving skills. Recent advancements in gamified designs and interactive features enhance accessibility and engagement, enabling individuals with ASD to practice social scenarios in safe and supportive settings. Key benefits include simulating real-world scenarios, delivering immediate feedback, and accommodating individualized needs. However, challenges persist, including a lack of longitudinal studies, generalization issues, and technological limitations, such as difficulty in creating behaviorally realistic avatars. While VR shows promise in enhancing social competence, future research should focus on improving accessibility, and cost-effectiveness, and developing robust behavioral assessment systems to evaluate intervention outcomes effectively. |
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| 55. Using Video Models Plus Feedback to Teach Interview Skills |
| Area: AUT; Domain: Applied Research |
| ZOE ISABELLA-SUE ODOM (Western Michigan University), Kyle Visitacion (Western Michigan University), Jonathan C. Baker (Western Michigan University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Autism is characterized, in part, by deficits in social communication and interaction skills (DSM-5 TR, 2022). Social skill deficits can impose barriers to competitive employment, especially during job interviews. Job interviews require complex social skills including appropriate nonverbal communication, responding to subtle social cues from the interviewer, and answering each question asked (Barrick et al., 2009, 2012). Video-based instruction (i.e., video models and prompts) has been used to teach adults with autism a variety of vocational skills, including interview skills (Campanaro et al., 2021; English et al., 2017; Hayes et al., 2015; Van Laarhoven et al., 2012). The current study used a multiple probe design to evaluate the effects of video-based instruction, feedback, and precision teaching measurement techniques on the acquisition of responses to a single interview question. An autistic young adult learned to talk about his previous work experience by discussing (a) where he worked, (b) what he learned, and (c) an example of what he learned. Following each response opportunity, the individual received feedback on the accuracy and duration of his response. The participant acquired one response after receiving video models plus feedback and two other responses after receiving video prompts, feedback, and contingent preferred videos. Following the acquisition of the first response, we probed performance when (a) video models plus feedback was withdrawn and (b) under stimulus conditions resembling a job interview. Implications and future directions will be discussed. |
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| 57. Interventions For Teaching Emotional Skills to Children With Autism Spectrum Disorder: A Systematic Review |
| Area: AUT; Domain: Service Delivery |
| PATRICIA EL HORR DE MORAES (Purdue University), Juliana Aguilar (Purdue University), Beverly Nichols (Purdue University), Jessica Wallace (Purdue University), Anshi Shastry (Purdue University) |
| Discussant: Richard E Laitinen (Educational and Developmental Therapies, Inc) |
| Abstract: Autism Spectrum Disorder (ASD) affects approximately 1 in 36 children by age 8, with socioemotional and relationship skills deficits being a core challenge. Effective service delivery models are essential for providing interventions that support emotional skill development in children and adolescents with ASD. This systematic review examines existing interventions targeting emotional skills, highlighting trends in service delivery across educational and therapeutic contexts. Peer-reviewed studies published in English were included if they explicitly mentioned autism in the title or abstract, involved participants under 18 years of age with ASD, implemented interventions targeting emotional skills, and utilized direct behavioral assessments. The search, conducted across three databases, yielded 1,957 articles. After removing duplicates, 1,308 articles were screened by title and abstract, with 98 sought for retrieval. The full-text analysis selected 55 articles and the ancestral search identified 16, equaling 71 articles that will be coded through REDCapTM by their research characteristics and evaluated by the What Works Clearinghouse (WWC) Evidence Standards. The findings are expected to contribute to the quality and accessibility of these interventions, bridging research and application by identifying effective strategies for integrating emotional skill instruction for children with ASD. |
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| 58. A Model for Increasing Treatment Fidelity of Matrix Training Procedures Across Multiple Centers |
| Area: AUT; Domain: Applied Research |
| CHRISTINE JOHNSON (Butterfly Effects), Amanda Renee Jones (Butterfly Effects), Casey Roberts (Butterfly Effects), Scott Krueger (Butterfly Effects) |
| Discussant: Christine Hoffner Barthold (George Mason University) |
| Abstract: High treatment fidelity is a critical component of effective Applied Behavior Analysis and can often be challenging to achieve when training technicians across multiple settings. A service model was developed to train and improve treatment fidelity of matrix training procedures across multiple centers using Behavior Skills Training (BST). Trainees first received instruction through videos explaining the rationale for matrix training and the targeted skills within each phase. During rehearsal, trainees practiced implementing each phase of matrix training while the BCBA collected live interobserver agreement (IOA) data, either in person or via synchronous video conferencing. Feedback was provided on the level of agreement, and if 100% agreement was not achieved, BST steps were repeated until criteria were met. Once trainees met criteria, they began implementing the intervention. A job aid in the form of a checklist was provided to ensure continued procedural accuracy. During intervention, a BCBA was present either in person or via synchronous video conferencing to collect ongoing IOA data. This structured model enabled high treatment fidelity of matrix training implementation across multiple center locations. Behavior analysts should consider ways to integrate BST and technology into their training and supervision practices to enhance quality ABA services across diverse settings. |
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